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Teacher quality
Principal leadership
Parent involvement
As a student at Southside High School i believe that most if not all of the teachers do not care about our education because most of the time we dont understand the material because the teachers dont go over it completely they either just sit at there desk and do what ever they do and give us worksheets and when they do put the effort into actually teaching us they fail to explain it and get mad afterwards when we ask "how do you do this?" and the administrators i believe are the main problem behind everything in our school they are more concertrated on dress code violations then our education that and the saftey of our students im am in the class of 2012 and i have failed to see anything change that is for the better of our school and our students.
—Submitted by a student
What I don't understand is why Seniors have to sell ten cards with coupons at five dollars each, when the place they had their breakfast is only ten dollars for every person that enters to eat. I paid fifty dollars and can't even use the coupons at the SONIC unless I go daily and that would take one year to use up all the coupons in the cards.
—Submitted by a parent
There is definatly a lack of extracurricular activities, school spirt, and feild trips. I've only seen the principle twice since i moved here in November. i don't think the school dose enough to motivate students. Its boring. Teachers bascily teacher for 20 mins, and then we talk the rest of the period.
—Submitted by a student
I enrolled into Southside in October of my senior year. Honestly I think the majority of the teachers don t care, and they favor kids. Out of many schools I ve been to, the students have no respect for the teachers and they don t seem to do anything about it. We practically have to sign in to use one restroom out of the whole school. Teachers are so unorganized as well as the office at the front desk. The consolers did not notify me that I was endangering of falling until the last 6 weeks of school because I wasn t aware of the credits this school required. I ve only seen the principle twice out of the 8 months I was here. They do not excuse any Dr. absents, so don t bother to bring your excuse or be sick. I wish I was excited for my Senior Prom, but so far only 50 out of the senior and junior class has signed up. There is defiantly lack of extracurricular activities but students don t seem motivated for any school activities anyways which can explain why prom
—Submitted by a student
I am a parent volunteer/sub/booster club member..Our school has come a long way now we have a Principal that actually cares about our kids. She has been there herself and knows what our community needs and likes. Getting the rest of the faculty to follow is another thing. We have some teachers that are wonderful and care about are students more than their parents. It has taken time to reach where we are now , I hope that Ms. Trevino stays as principal so we can continue to succeed...I have a senior and a freshman and I hope to have her there to guide my children till they finish at Southside.
—Submitted by a parent
I graduated from Southside High School in June of 2008. I am proud to say that Southside High School has many wonderful teachers and administrators, it is up to the students who attend to take full advantage. I did and ranked 20th in the Class of 2008. I am currently attending Texas A&M at College Station. So I would like to say Southside did a pretty good job getting me here. Anthony Barrera Southside HS '08 Texas A&M '12
—Submitted by a student
i'm sorry but i don't feel like me, as a student, feels like i'm being perpared for a good future. i've been more persured into passing the taks, then going to college. I know i'm going to pass this taks. I also want to know why we have to slow down classes for the students that don't do nothing, but because of this no child left behind thing we have to. It effacting the students that can pass and keep up with there work to fall behind in stuff they need to be learning. Then going over the same junk beacuse some kid desided to skip class all year.
—Submitted by a student
my child is attending Southside high school and will be graduating this year 2007, major concern turn overs with principals and teachers! the last 4 years the moral was low and this year it is very high , confidence levels have risen this year with TAKS and teacher student relationships are noticeably very positive. I am a parent that is very involved with my child, the principal and administrators alike are doing an awesome job connecting with parents and students and bringing the community much closer. Many feel disappointment with the previous principal,but it was this year that I have see a major change in our academic programs, parent involvement and especially community moral. The Principal has a passion for her school, she graduated from SHS I truly believe she, her faculty and staff will be a great asset to Southside High School. Keep up the great work! Go Cardinals Go!
—Submitted by a parent
I know that this was meant for Parents but I thought it would be interesting to hear the views of the students for a change. I love my school, but there are many problems that go unattended to. Including the lack of sanatation in the restrooms, lack of extracurricular activities, the absence of field trips, and even the student dress code. It seems to me that the principle cares more about students not wearing flip-flops than the academic excellence of the school. If I had another chance, i would have changed school a long time ago.
—Submitted by a student
This school is pretty good! But i wish there was a greater variety of African American, Asian, Pacific Islander students.
—Submitted by a parent
Southside is a relatively good school. Some of the teachers dont seem to care much about the students while others are completely dedicated to their work and their kids. Parental involvement is nearly non existant, but most parents are still supposrtive of the school. Southside could use more extracurricular activities, but the options they do have are suitable for now. It would be nicer to have more options though.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The state average for Math was 70% in 2011.
341 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
357 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
326 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
317 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
317 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
316 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
305 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
301 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
303 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
303 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 65% |
| Female | 65% |
| Male | 64% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 63% |
| American Indian or Alaska Native | n/a |
| White | 82% |
| Economically disadvantaged | 63% |
| Not economically disadvantaged | 70% |
| Special education | 18% |
| Not special education | 67% |
| Limited English proficient (LEP) | 40% |
| Proficient in English | 66% |
| Migrant | n/a |
| Non-migrant | 65% |
| Gifted/talented | 100% |
| All Students | 85% |
| Female | 86% |
| Male | 85% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 85% |
| American Indian or Alaska Native | n/a |
| White | 92% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 88% |
| Special education | 28% |
| Not special education | 91% |
| Limited English proficient (LEP) | 78% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 85% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 87% |
| Female | 91% |
| Male | 84% |
| Black or African American | 86% |
| Asian | n/a |
| Hispanic | 85% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | 84% |
| Special education | 37% |
| Not special education | 92% |
| Limited English proficient (LEP) | 71% |
| Proficient in English | 87% |
| Migrant | n/a |
| Non-migrant | 87% |
| Gifted/talented | 100% |
| All Students | 66% |
| Female | 65% |
| Male | 66% |
| Black or African American | 57% |
| Asian | n/a |
| Hispanic | 63% |
| American Indian or Alaska Native | n/a |
| White | 82% |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | 67% |
| Special education | 10% |
| Not special education | 71% |
| Limited English proficient (LEP) | 29% |
| Proficient in English | 67% |
| Migrant | n/a |
| Non-migrant | 65% |
| Gifted/talented | 87% |
| All Students | 67% |
| Female | 62% |
| Male | 71% |
| Black or African American | 71% |
| Asian | n/a |
| Hispanic | 62% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 66% |
| Not economically disadvantaged | 71% |
| Special education | 17% |
| Not special education | 72% |
| Limited English proficient (LEP) | 29% |
| Proficient in English | 68% |
| Migrant | n/a |
| Non-migrant | 67% |
| Gifted/talented | 91% |
| All Students | 88% |
| Female | 88% |
| Male | 88% |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 86% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 93% |
| Special education | 45% |
| Not special education | 92% |
| Limited English proficient (LEP) | 71% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 88% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 94% |
| Female | 94% |
| Male | 94% |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 98% |
| Special education | 61% |
| Not special education | 96% |
| Limited English proficient (LEP) | 53% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 85% |
| Female | 85% |
| Male | 85% |
| Black or African American | 80% |
| Asian | n/a |
| Hispanic | 84% |
| American Indian or Alaska Native | n/a |
| White | 88% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 84% |
| Special education | 38% |
| Not special education | 87% |
| Limited English proficient (LEP) | 59% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 85% |
| Gifted/talented | 95% |
| All Students | 87% |
| Female | 84% |
| Male | 91% |
| Black or African American | 80% |
| Asian | n/a |
| Hispanic | 86% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 93% |
| Special education | 47% |
| Not special education | 90% |
| Limited English proficient (LEP) | 47% |
| Proficient in English | 90% |
| Migrant | n/a |
| Non-migrant | 87% |
| Gifted/talented | 100% |
| All Students | 96% |
| Female | 96% |
| Male | 97% |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 97% |
| American Indian or Alaska Native | n/a |
| White | 92% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 99% |
| Special education | 65% |
| Not special education | 98% |
| Limited English proficient (LEP) | 82% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.
Source: Texas Education Agency
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 82% | 48% | ||
| White | 14% | 34% | ||
| Asian/Pacific Islander | 2% | 4% | ||
| Black | 2% | 14% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 14% | N/A | 10% |
| Gifted/talented students | 9% | N/A | 8% |
| Limited English proficient (LEP) | 7% | N/A | 17% |
| Economically disadvantaged | 64% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 13% | N/A | 8% |
| 1 to 5 years | 41% | N/A | 30% |
| 6 to 10 years | 12% | N/A | 20% |
| 11 to 20 years | 25% | N/A | 23% |
| 21 or more years | 8% | N/A | 19% |
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19190 Hwy 281, S #2
San Antonio,
TX 78221
Website: Click here
Phone: (210) 882-1606
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